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It’s not every day that a major public school district in the United States asks for your help and expertise.

Yet for ���ҹ����� and the School of Education, that’s exactly what has happened. And what started out as a simple request from a school district in a heavily populated area of Florida has blossomed into a vibrant interdisciplinary project housed right here at ���ҹ�����, that is making considerable real-world impact.

The story begins about a decade ago, when ���ҹ�����’s School of Education invested in mixed reality simulation technology, to serve as a complement for students’ work in the field as student-teachers. As SOE Professor Joan Walker, PhD, notes, this futuristic technology has proven to be quite helpful for teacher education, because it ensures that all pre-service teachers get exposed to certain classroom scenarios they might not have encountered in the field.

“The lab is great because what students experience in the field can vary quite a bit,” says Walker. “So, there’s a need for offering more consistency and giving our students a chance to confront some really common professional challenges that they’ll need to know how to address as educators.”

Through this technology, the School of Education, in conjunction with University Relations, was able to create short video clips—each of which focused on a specific teaching scenario, followed by correct and incorrect ways to approach that given situation.

For example, a student might be talking during an exam, and the clip would examine different ways to intervene, as well as the effectiveness of each method. These clips lived on YouTube, and served primarily as marketing materials for the School of Education.

Fast-forward to the present. A school district in Florida was looking for professional development tools for their growing population of temporary instructors and substitute teachers. Given the nationwide teacher shortage, adequate support for temporary instructors has become even more vital.

“As anyone who is reading the news focusing on public education can see, there’s a lot of turnover in the teaching profession right now, and a really strong need for temporary instructors as a result,” notes Walker. “Temporary instructors and substitute teachers have always been an important part of the workforce, but they’re especially critical now.”

“This is the definition of experiential learning.”

—Jennifer Pankowski, EdD

The school district came across ���ҹ�����’s simulation videos and determined that they were exactly what they were looking for to help temporary instructors prepare for what they might encounter in the classroom. Realizing the value that these types of simulations could provide, they got in contact with ���ҹ�����—and requested more episodes.

“They had a small grant, and they engaged us to make more episodes,” explains Walker.

Thus, the project began. Walker, alongside her colleague in the School of Education Associate Clinical Professor Jennifer Pankowski, EdD, and Dyson Film and Screen Studies Clinical Professor Gloria Vela, began to assemble a team. Pankowski, who had been working on cross-disciplinary education simulations using talent from the ���ҹ����� School of Performing Arts for the past several years, was the perfect faculty member to take charge. Vela, who has been teaching at ���ҹ����� for the past five years, has extensive career experience in film and television editing, commanded the visual storytelling and editing components as the post-production supervisor.

Together, they recruited four alumni, who were to be featured in and compensated for the project. Alumna Naya Rivera ’22 and current adjunct professor McEdwin Charles ’17 played the role of teachers; PPA alumna Sariah Thompson-James ’21 took charge as the immersion simulation specialist to lead the responses and actions of the student avatars; and alumna Madeline Allou ’22 served as the primary editor.

The team created eight original videos with specific scenarios that temporary instructors might encounter in the classroom—ranging from “Managing Classroom Disruptions,” to “Keeping All Students Engaged,” to “Apologizing to Reset the Tone.”

The videos were a mixture of Zoom recordings and simulation, posing creative editing challenges that Allou and Vela were excited to tackle.

“The way it was structured, it’s such an interesting way to tell a story, in the sense that the first example is not the best example,” says Vela. “It’s very engaging to watch.”

Allou, who served as the primary editor, found the opportunity to work with Zoom footage, as well as the ability to give back to ���ҹ�����, among the highlights of working on the project.

“I enjoyed creating my own style for the videos,” says Allou. “Having that creative freedom is a really great aspect to have in a job. I also really enjoyed working for ���ҹ�����, being an alumna now it was really awesome feeling connected to the school, even though my time learning there is over.”

On the educator side, Walker and Pankowski were impressed by the level of engagement that Naya and McEdwin brought to the project—suggesting and envisioning scenarios and responses that are most relevant to today’s student-teacher interactions, that Sariah, the interactor, was able to expertly build upon.

“The students are really connected to what’s going on in the field right now. They brought a lot of authenticity. The interactor, Sariah, picked up on that right away, and did a great job being an 11-year old,” adds Walker.

Walker, Pankowski, and Vela expressed their gratitude and enthusiasm for the opportunity to participate in this project, make a tangible impact in the field, and break out of departmental silos to create something truly innovative.

As Walker and Pankowski note, the interdisciplinary project is truly experiential learning at work.

“The project—involving different schools, students—there’s a lot to be said about when programs come together, that’s when we can create authentic spaces for the students to do the work,” said Walker. “I think that’s an example of what this project has been able to do.”

Another school district reached out to us, with all our cast of characters at ���ҹ�����, we created something valuable,” added Pankowski. “This is the definition of experiential learning.”

���ҹ����� and its faculty, together with AnD Ventures, have established an entrepreneurship program and community that will provide a unique proposition to ���ҹ�����'s students and alumni.

The ���ҹ����� Entrepreneurship Studio (PES) supports new startups, from ideation to funding—from conception to operation. Our mission is to teach you the "how" and to support the "what"—providing students and alumni with a complete blueprint for establishing successful businesses. PES will position the University as a leading institution for cultivating entrepreneurship and innovation in the tri-state area.

“This is a unique opportunity that we are sharing with the ���ҹ����� community to support their success and the development of extraordinary products and services. ���ҹ����� remains committed to facilitating great partnerships for our students, alumni, faculty, and staff” said Lawrence G. Singleton, dean of the Lubin School of Business.

“We are excited to build our presence in New York City and support ���ҹ����� in building a leading entrepreneurship program aimed at actually building companies, not just educating students and alumni on how to build them."

Through the Studio students, faculty, and alumni are connected to international leaders and business professionals who can help them take their startups to the next level. PES' mission is to establish and foster student and alumni innovation and expose and develop new entrepreneurial opportunities. We provide abridged access to venture capital through special and professional sessions with the PES team and leaders from the New York City ecosystem.

“We are excited to build our presence in New York City and support ���ҹ����� in building a leading entrepreneurship program aimed at actually building companies, not just educating students and alumni on how to build them,” said Roy Geva Glasberg, co-founder and managing partner of AnD Ventures. “AnD Studio is a venture builder and we are excited about developing venture capital-driven programming at the university.”

Ready to learn more? Visit the ���ҹ����� Entrepreneurship Studio's page to get involved.

The number of people who know of someone in the military is on the decline. In 1995, 40% of the youth market had a parent in service, but by 2017 that number . According to a , 77% of adults 50 years of age and older had an immediate family member in service, whereas only about one-third of adults age 18–29 reported having an immediate family member in service.

This is largely the result of longer stretches of peacetime and more diplomacy. One of the unintended consequences, however, is a widening civilian-veteran gap, creating a divide between those who have served and the communities they return home to.

A strong sense of community and belonging can act as a defense against mental health concerns and for veterans, who are among the highest at risk for mental health crises, this sense of community is essential. But with this widening gap of experience and understanding, how do we create inclusive communities for our veterans? Especially for student veterans looking to join the campus community.

Two Veterans, Two Perspectives

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It sucks to put anyone in a box.

It sucks to put anyone in a box,” says Neath Williams ’24, “just because of where they’ve been or what they’ve done.

Williams worked in the Navy from 1999 to 2009 as a combat medic, serving three tours in Iraq. When he left in 2009, he joined the Navy Reserves, travelling all over the country, until he retired in 2022. Now he’s working on his Master of Arts in Communications and Digital Media on the Westchester Campus and is one of the founding members of the Society of Artistic Veterans.

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It helped me feel like I had a place I belonged.

Avery Leider, PhD, ’15, ’22 says, “When I came to ���ҹ�����, I went to the campus store and bought a bunch of ���ҹ����� t-shirts and I wore them every day to class, and it helped me feel like I had a place I belonged.”

Leider retired from the military as a Lieutenant-Colonel after more than 25 years of service. She received both a master’s and a PhD from ���ҹ����� in computer science and now teaches coding to girls through the Saturday Academy, and she’s been outspoken about her struggles with mental health and suicidal ideation after her retirement from service.

Williams and Leider came to ���ҹ�����, which the Military Times called one of the best colleges for veterans, and have been active in their efforts to build community, discuss mental health, and bridge the gap between veterans and civilians.

It’s all about building that new routine. It’s essential for our way of life.

Neath Williams: Service and the Arts

Neath Williams spent more than 20 years in service, between his time in the Navy and the Navy Reserve. His passion now is the arts, especially theater, but he still carries his years of service with him. “Anyone who has been in any job for a long time, it’s going to become part of them,” he explains. “Ten plus years of service, it’s going to be part of your exoskeleton. And I think it’s important for people to know that.”

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One of the things Williams appreciates most about his time in service is the scope of perspectives and backgrounds he came into contact with. He tells stories of someone he served with who swam from Cuba to Florida on a door and then immediately enlisted, and of a Venezuelan man whose last name was America and could speak fluent Arabic to the people they met. “It’s amazing to see the diversity,” he says. “It was a beautiful rainbow of people, and it felt like a reflection of the bigger scope of humanity. If I hadn't served, and just stayed in Kentucky, I don't think I would have gotten to experience that, and I very thankful for those experiences."

Ten plus years of service, it’s going to be part of your exoskeleton. And I think it’s important for people to know that.

And Williams believes this perspective in the classroom is powerful. He noticed, both in school and in previous roles in the film industry, that his military service made it easier for him to keep perspective and not sweat the small stuff. He also believes student veterans may have a more holistic view of the importance of their education. “Most have goals set for after school, and they’re focused on that,” he explains. “They may be more focused on learning the actual content rather than on passing the class. This is the stuff we came here for.”

During his time as an undergraduate student, Williams formed the Society of Artistic Veterans alongside fellow student veterans at Marymount Manhattan College, with the hopes of creating art that brought a veteran perspective, regardless of the content.

It hasn’t been lost on Williams that there are many preconceived notions about what a veteran is, and ‘artist’ is not often in that description. “Even my partner said she’d never met veterans in the arts. And then she met me and my friends who are in the arts and have a different point of view, not necessarily the view most people think of when they think of what a veteran might think. A lot of people might put veterans in a box.” He further explains, “There are a lot of groups that have appropriated military culture so a lot of us who don’t align with those want to show another version of who veterans can be. That’s important to us. And the arts are a big way to do that, especially theater.”

We need more of that in our society, more groups that are gathered to do good things for each other. Through theater, though, I think we can do that.

Williams is quick to remind that, despite this view, “there’s a long history of the arts coming from military service,” citing Ancient Greece, where generals were often playwrights, soldiers’ training included theater, and plays often re-enacted military campaigns. And it certainly makes sense because, as he puts it, “Those kinds of situations lead to storytelling.”

That is one of the goals of the Society of Artistic Veterans, to tell stories that veterans have had a hand in bringing to life, and to open a dialogue with audiences. Their performances always include talkbacks, where audiences can ask questions and veterans can offer their perspectives, and perhaps do some healing. “Storytelling is a healing process itself. If you get men and women who served together, eventually they’ll start swapping stories. When you do a staged play or a reading, there’s some of that as well,” he explains. “We could bridge the gap after the play, by being in the room with the civilian actors and audience members where those conversations could happen.”

Now that the initial shock of the pandemic is settling and live performances are beginning to return, Williams is hoping to rebrand the Society of Artistic Veterans into a theater collective, with a veteran-forward mission that not only brings healing and stirs these important conversations but also helps bridge the civilian-veteran gap. “You miss that camaraderie you have in the units,” he says. “We need more of that in our society, more groups that are gathered to do good things for each other. Through theater, though, I think we can do that. Even if it’s just for a moment.”

Avery Leider: Sharing Her Story

Dr. Leider can’t seem to speak highly enough of her time at ���ҹ�����, from the encouragement of her faculty, the exciting nature of the content in her program, to the support she received as she transitioned to student life after she retired from the Army as a Lieutenant-Colonel. “���ҹ����� has a very supportive environment. They have a veteran’s coordinator that makes sure you get your benefits and fill out your forms on time. And Career Services does a really good job of putting together a veteran job fair to connect veterans with employers specifically looking to hire veterans,” she explains. “That kind of support, and the Yellow Ribbon Program, makes you feel welcome.”

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She enjoyed her time so much as ���ҹ����� that after completing her Master of Science in Computer Science in 2015, she returned for a doctorate in computer science, which she completed in 2022. With guidance from her doctoral advisor Pauline Mosley, DPS, she studied quantum computing and practiced grant-writing, and she’s now teaching coding to girls between the ages of 10 and 14 through the Saturday Academy, a job she secured with help from Mosley.

Before she got her degree, Leider was already entrenched in computer science in the military, where she served for more than 25 years. “Women are in the minority in most areas of the military, especially in the Army, so I was always trying to prove myself. And I loved it,” she says. “It was adrenaline, a fix, it was a constant need to prove myself, that I was better at computers, that I was smart. To prove that you needed me no matter how eager you were as a male soldier because I was better with computers.”

It was adrenaline, a fix, it was a constant need to prove myself, that I was better at computers, that I was smart.

But eventually, her time in service came to an end. “Eventually, you age out and you need to go, because the Army is all about young people,” she explains. “You have to retire and do something else, and that was so hard for me to see.”

Leider has recently opened up about just how hard it was for her to cope with this period of her life. “I couldn’t see my future anymore. I thought that the Army was the only place for me, and there was no place beyond the Army. I thought that was my whole life,” she explains. “When I started to look at retirement from the military, I started to get thoughts of suicide. They didn’t disturb me at first but when they did eventually, they caused me to have a suicide attempt.”

She credits the reason she is here to tell her story to the Veteran’s Hospital, where she was eventually transferred. “I got life-saving treatment. I’m still under their care, I still see VA doctors and therapists. It’ll be for the rest of my life, but I have no suicide ideas at all, and I get really good care.” Leider wishes more veterans would reach out and receive the services she did. “The Department of Veterans Affairs sees more veterans with suicidal ideations than any other healthcare system in the world. So, they know how to do it. They’ve stopped many a suicidal vet from carrying out their ideas.”

There’s also separation grief. There is a lot of friendship and camaraderie in service. When you hang up your uniform, you leave it behind.

Leider explains what the research shows—veterans are the majority of people attempting suicide, and 22 veterans succeed every day. She can empathize with that sense of hopelessness and the misguided certainty that suicide is the only option. More than anything, she thinks the reason veterans are so at risk for suicidal thoughts comes down to grief. “Grief that we’re not on the frontline fighting or contributing as much as we could. Only a small percentage of the active-duty soldiers are in the line of fire. So, all of those who are not feel tremendous survivor’s guilt. There’s also grief for those you know who are injured or killed.” She continues, “There’s also separation grief. There is a lot of friendship and camaraderie in service. When you hang up your uniform, you leave it behind.”

Leider is certain of one thing—the right kind of intervention works. She explains, “I know in my case I was very irritable toward my family and friends who loved me because I wanted to distance myself from them so they would not interfere with my plans. However, I did get interference from the VA, who knew the right words to say to me to get me to accept treatment, and I can say I am grateful for each moment of my life today.”

To think that I was once in that place, because I couldn’t see my future—I can’t imagine now being that way.

Leider only first shared her experience with suicide in November 2022, when she was a guest on . She shared her story, as well as information on the newly fully-funded federal suicide hotline, 988. Leider didn’t intend to tell the story, but “it just came out,” She admits. “But it felt good to share the number. The show’s host, Paul Feiner, later had a call-in from the veteran community there and they agreed it was good to share the number, to help get veterans in treatment.” She fully believes that the number of veterans lost to suicide is not because help isn’t available, but because they don’t seek help.

These days, Leider has a lot of hope. “To think that I was once in that place, because I couldn’t see my future—I can’t imagine now being that way.” And she’s excited about the opportunity to study the newest innovations in computer science and to be on the frontlines of future thinking. As she explains it, “Thinking about the future is an inoculation against suicidal ideations.”

One ���ҹ�����, One Community

The way we treat our veterans has come a long way, but offering veterans a hearty welcome and a sense of community is just one necessary component of veteran inclusivity. Looking beyond a uniform and our preconceived notions of service creates space for different perspectives and a growth as a unified community—at ���ҹ����� and beyond. As our world gets better at settling conflict, and that civilian-veteran divide continues to widen, creating veteran-inclusive communities can mean all the difference.

For information on Veteran’s services at ���ҹ�����, visit the Veteran’s Office website.

If you want to learn more about the Student Veterans of America chapter at ���ҹ�����, send an email to svanyc@pace.edu or join their .

Learn more about the Society of Artistic Veterans and check out archives of their work.

If you or someone you love is struggling with suicidal ideation, please utilize the . Veterans can press 1 to be connected to .

Millions of people live in New York City, but few have done it better than ���ҹ�����’s own Tabi Haly ‘06. From the day Haly moved into her ���ҹ����� downtown residence hall room, she fell in love with the opportunities the city provided. In a metropolis like this, fortune favors the bold and if Haly is one thing, it’s bold. A singer-songwriter with a debut album under her belt, she’s performed at iconic venues like Mercury Lounge and Rockwood Music Hall. She’s dazzled audiences with her Mona Lisa smile and chic, blue-green evening gown during New York Fashion Week and was even highlighted in a article covering the show. She has even been featured by New York Times and still works as a software engineer. She has achieved, and continues to achieve, many successes, despite a major obstacle.

Before her first birthday, Haly was diagnosed with spinal muscular atrophy (SMA), a rare degenerative genetic disease that affects muscle movement and respiration. She’s never been able to walk, and her condition worsens as she ages, leaving her with very little mobility. However, she never let that slow her down.

Haly graduated ���ҹ����� summa cum laude with a Bachelor of Science in Computer Science. She loved her time at ���ҹ����� and built friendships that last to this day. Just like with New York, Haly found love at first sight with ���ҹ�����.

"Everyone was so welcoming and friendly—they looked at me without looking down at me and it felt nice.”

“I call it the moment of truth—when you observe something and take a mental note that impacts how you think or feel about it. My moment of truth at ���ҹ����� was so positive. I remember being stopped by students saying things like 'are you going to go here? you should go here, girl!' Everyone was so welcoming and friendly—they looked at me without looking down at me and it felt nice.”

While studying at ���ҹ�����, Haly loved singing in the choir. At the end of her freshman year, she excitedly prepared for the group’s annual performance at the Schimmel Center. When she arrived at the first rehearsal and looked around, her heart sank. The choir leadership forgot to see if their selected stage was accessible for all members.

While her peers joyfully sang on stage, Haly was in the audience cheering them on. The next day, however, she put herself to work. She became an active advocate and wrote letters, imploring those in power to make the theater accessible so everyone could get their shot in the spotlight. Because of her effort, Schimmel Center became fully accessible.

Haly learned how to use her voice to advocate for herself. Her strength stemmed from necessity but has now grown into so much more. Haly’s second album, Stance, will explore her experience living with SMA but, her paramount goal is to inspire others to stand up for themselves.

“When I say ‘Stance,’ I mean standing up for yourself. I’m excited for people to hear it and listen to what I’ve been through the last few years because singing is what got me through [the] tough times. My goal is to have people hear my music and feel like they can stand up for themselves and feel better.”

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“There’s something really magical about supporting people through growth,” says Katie Todd (she/they) ’15, ’24, director of Communications and Strategic Operations at the Seidenberg School of Computer Science and Information Systems. “I get to do that every day, whether it’s with students, faculty, or staff. Being there as students enter the classroom for the first time all the way through to when they graduate is a gift. You never forget your first set of students you’re present for their entire four-year journey.”

Todd, who originally hails from Scotland, came to ���ҹ����� as part of the MS in Publishing program and eventually landed a role within Seidenberg as a copywriter. After meeting with then-Associate Dean Jonathan Hill, DPS, Todd says she was hired on the spot for $8.25 an hour (still her hourly rate! she kids).

Since then, her role has expanded within Seidenberg. As Director of Communications and Strategic Operations, she not only makes sure that things in Seidenberg are running smoothly but she gets to talk about how outstanding the programs and the people who bring them to life really are. They’ve also got a very unique perspective to add to the mix: they are currently a grad student working on her second master’s in Seidenberg’s Human-Centered Design program.

“The folks I get to work at Seidenberg with are a phenomenal bunch. The faculty and staff both are from all over the world and it’s so cool to work with such a mix of people,” she says. “My staff team is the best at keeping the humor going as we work through all kinds of challenges in a flexible, dynamic way where there’s a lot of trust. I’m very grateful for that.”

Outside of ���ҹ�����, Todd’s got a lot on their plate and their work is getting noticed. This past year, they were selected as an INvolve 2022 OUTstanding LGBT+ Future Leader and, recently, they have been added to NASA’s roster of diversity, equity, and inclusion professionals to participate on inclusion panels in the future.

“I have my own executive and life coaching practice, Pride Coaching, through which I support LGBTQ+ leaders and our allies in creating a better world,” says Todd. “It’s vocational work for me that takes my skills and passion in people development and applies them to a community looking, not just to be accepted, but to be seen and celebrated as they are.”

In addition to coaching, Todd works to educate people on various aspects of the queer community, including workplace development sessions that focus on inclusion and respect. “A lot of people mean well but just don’t have the knowledge or understanding to feel comfortable speaking to or about queer people—especially trans and non-binary people,” Todd explains. “I give them the opportunity to ask questions in a way that feels safe and welcoming. I’ve run sessions at ���ҹ����� and worked with some really wonderful companies, too.”

So, where do they see these paths taking them?

“That’s a good question! My personal mission is to make coaching accessible to as many people as possible and to make the world a safer place for queer people to live authentically,” says Todd. “I can’t do that alone, so a big part of what I’m up to at the moment is just finding like-minded people and growing my vision of what’s possible. It’s a really exciting time.”

Want to get connected with Katie? .

Welcome to the New, Digital Edition of ���ҹ����� Magazine.

As we continue to position the University for the future and think about the ways to be most relevant to the students, alumni, faculty, staff, and friends in our community, we’ve realized that nearly all important communication today happens online. So that’s where we’re putting the compelling and thoughtful content you’ve come to expect from ���ҹ����� Magazine. Starting now, you’ll be able to read the profiles, features, updates, and class notes contained in every issue at your convenience—and without having more paper pile up.

This digital edition of ���ҹ����� Magazine, like the issue itself, looks to that future.

In our feature stories, you’ll learn about student veterans at ���ҹ����� who are finding new ways to serve by working to support the mental health of their fellow veterans, both in and out of college. You’ll also find out how researchers from the School of Education have partnered with a major urban school district to improve training of substitute teachers, a critical need as schools rebound from the pandemic.

You’ll also see snapshots of life across our campuses and our alumni community. Lubin faculty unveil two major initiatives: the ���ҹ����� Entrepreneurship Studio, and a new focus on ESG practices for small business at the ���ҹ����� Center for Sustainability. Haub Law launches a partnership for a call-in legal clinic in White Plains. In Pleasantville, professors Jane Collins and Emilio Fernandez, the outgoing and incoming faculty-in-residence, talk about the benefits of living and learning together. Plus news about Setter athletes’ successes, big new faculty research grants, and the amazing accomplishments of our alumni.

It’s a really exciting time at ���ҹ�����, and we’re glad you’re a part of it.

Marvin Krislov
President

Rob Sands, JD ’84
Chair, Board of Trustees

Meet Tasha Darbes, PhD, a ���ҹ����� School of Education professor with a passion for the transformative power of education. “I’m an educator that is all about creating a space where people can find their own voice,” she says. “Where people can think through problem and issues, express themselves, and have an impact on communities that are facing a lot of difficulties and be a part of that process of social change.”

The Lubin Link Podcast

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Julia Melissinos '20 talks about how her interest in advertising and social media helped her land a job at a digital agency, where she handles strategy, insights, and measurements for social media clients.

This episode was recorded on January 17, 2023.

Tune into the to hear how guests went from go-getting Lubin students to successful entrepreneurs, social media mavens, directors, CEOs, and beyond. They offer their best tips to students and share how you can make the most out of your #LubinLife.

The Elisabeth Haub School of Law at ���ҹ����� is pleased to announce that Professor Uché Ewelukwa Ofodile will be a Visiting Professor with the Law School for the Spring 2023 semester. While at Haub Law, she will be teaching Corporations and International Business Transactions.

Professor Ofodile is the E.J. Ball Professor of Law at the University of Arkansas School of Law (Arkansas Law) in Fayetteville, AR where she teaches in the intellectual property law, international law, food law, and business law fields. Additionally, she is an affiliated Professor of African and African-American Studies and with the Department of Political Science at the University of Arkansas William Fulbright College of Arts and Sciences. Professor Ofodile is a lifetime member of the Council of Foreign Relations and an Honorary Fellow of the Asian Institute of Financial Law in Hong Kong. From 2021–2022 she was a Senior Fellow of the Mossavar-Rahmani Center for Business and Government at the Harvard Kennedy School and a Scholar-in-Residence at NYU Law’s Center for Human Rights and Global Justice. Professor Ofodile also held the Arkansas Bar Foundation Professor at Arkansas Law from 2014 to 2016.

“We are thrilled to welcome Uché Ewelukwa Ofodile to Haub Law as a Visiting Professor,” said Horace E. Anderson, Jr., Dean of the Elisabeth Haub School of Law at ���ҹ�����. “Professor Ofodile’s expertise in the law of international business will bring a unique and broadened perspective to our students at Haub Law. When we have a Visiting Professor with diverse experience like that of Professor Ofodile, the entire law school community benefits from it.”

Professor Ofodile has published widely in top journals where her scholarship focuses on international law and human rights, intellectual property law, as well as business, corporate and commercial law. She is currently completing two books under contract: Legal Aspects of China-Africa Trade and Investment (OUP) and Business and Human Rights in Africa (Routledge). Professor Ofodile has advised numerous governments, international organizations, and businesses on issues relating to international trade and investment, artificial intelligence, intellectual property, food security and corporate social responsibility.

An active member in the American Bar Association’s Section of International Law, Professor Ofodile has held numerous leadership positions and also in the American Society of International Law. She is currently a member of the Editorial Advisory Committee of International Legal Materials, a publication of the American Society of International Law, is a book review editor for The Law & Practice of International Courts and Tribunals, a leading peer-reviewed journal on international adjudication, and is the Deputy Head of Research & Documentation Committee of the Nigeria Bar Association Women Forum. She also serves as a Blog Moderator for the African Arbitration Association and from 2013 – 2016 served as the Secretary General of the African Society of International Law.

Professor Ofodile has been featured in (‘Breaking IP Barriers’) and is the recipient of numerous prestigious awards including awards from the Carnegie Council on Ethics and International Affairs, the American Bar Association Section of International Law, the Academy on Human Rights and Humanitarian Law at American University Washington College of Law, Harvard University, the Albert Einstein Institution, the Women’s Giving Circle (University of Arkansas), the British Council, and the International Federation of Women Lawyers (Nigeria).

Professor Ofodile earned her LLB at the University of Nigeria, her LLM in International Business Law at the University College London, an LLM at Harvard Law School, and her SJD at Harvard Law School.

We are one of just 30 design factories in the world working to find what’s needed for the workforce of tomorrow.

For Seidenberg professor Andreea Cotoranu, ���ҹ����� feels like home (for her even more than for most). “I have a long history here. I started as an undergrad, earned my degree in information systems, got a position with the University, went on to get my master’s, and have moved between different roles in the Seidenberg School of CSIS. Now, I work in the same department that I graduated from.”

Cotoranu came to ���ҹ����� from Romania as an international student and volleyball player. At the time, her priority was making sure she could go to a college where she could study as well as continue to play as an athlete. Once she arrived at ���ҹ�����, she started to focus on her academic and career interests—and a love of IT and cybersecurity took hold. “My interest in cybersecurity started in grad school. I had great professors and hands-on lab work. It was exciting. I’ve always been interested in science and technology, and I saw opportunities to develop the programs here. I’ve used my own experience to build out programs for other students.”

“We use design thinking, systems thinking, and futures thinking. They are designing solutions for 2030.”

Since those days, Cotoranu has had a big presence in Seidenberg. She’s served as assistant dean for academic innovation, is the principal investigator on an NSA-funded grant aiming to expand cybersecurity education at the high school level, and she’s the director of the New York City Design Factory at ���ҹ�����—an innovation hub for students, faculty, international collaborators, and industry partners, one that designs solutions to modern challenges and promotes innovative teaching and learning. “In the Design Factory, we bring the process and the context for learning to the forefront. It’s interdisciplinary and involves undergrads, grads, and international students. We are one of just 30 design factories in the world working to find what’s needed for the workforce of tomorrow.”

���ҹ�����’s NYC Design Factory is part of the Design Factory Global Network, a consortium of innovation hubs at universities around the world. Through this network, student teams work together on global issues. “Our staple programs are the field studies with international collaborators. We travel to their institutions, and they come to us. Right now, our host is CERN in Switzerland, and our focus is on health.”

Students participating in the field study conducted research on health and healthcare in New York and in the US, and then went to CERN to trade information with the CERN students who were studying health and healthcare in Switzerland. “Connecting with other teams is an important part of the process—we call it a two-week intensive. And it is really intense: 8:30 a.m. to 8:30 p.m. every day, including Saturdays. ���ҹ����� students pitch ideas to the CERN students, get feedback, go back and refine—and vice versa.”

Students are also pushed to think beyond the current moment and design for problems of the future. “We use design thinking, systems thinking, and futures thinking. They are designing solutions for 2030.” ���ҹ����� students have developed, pitched, and prototyped ideas like noise-pollution-absorbing drones and cooling systems that can preserve fresh food supplies at a massive scale. “Forcing students to think about what’s needed in the future creates a safe space for them to experiment, to explore, and to let their imaginations go wild.” And for Cotoranu, that’s the best part—seeing her students learn and grow. “It’s the typical educator answer, but having the opportunity to have an impact on a student’s life, to help them grow, and to build them up, it is genuinely the most fulfilling.”